MODULE MAP:

DISCUSSION:
Let’s begin to our first topic which is the Objectives in Three Domains.
First and foremost, the man behind the Bloom’s Taxonomy is Prof. Benjamin S. Bloom. He
graduated as class valedictorian and attend in school at Penn State University where he earned
his bachelors and masters in psychology and he also graduated PhD in University of Chicago.
What are the Classification of Bloom’s Taxonomy?

Cognitive Domain which is the knowledge field (it is based on your

thoughts or thinking).

Affective Domain which is the feeling field (it is based on your emotions).

Psychomotor Domain which is the doing field (it is based on your actions).

What are the Instructional Objectives in Cognitive Domain?

1. Knowledge- it includes the ability of students to recall and remember the information
learned in the classrooms.
Example: A child recites the English Alphabet.

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 2. Comprehension- the learner could understand and explain what he learned in the classroom
as his own language.
Example: Shelena explains a theory in her own words.
3. Application- it is the ability to apply the acquired knowledge through instruction in real life
situations.
Example: A doctor applying his knowledge of science to treat patients.
4. Analysis- helps students to understand the difference between facts and opinions.
Example: A lawyer was able to win over a case after recognizing logical fallacies in the
reasoning of the offender.
5. Synthesis- it involves the ability to give a new shape or structure to statements or
procedures.
Example: A sports coach makes new plans to win matches.
6. Evaluation- This refers to the ability to form judgments about a situation.
Example: A businessman selects the most efficient way of selling products.

TRY THIS!

Instruction: Make a list of verb in the following Cognitive Domain:

Cognitive Level Verb
Knowledge outline, recognize, recite
Comprehension discuss, elaborate, summarize
Application demonstrate, illustrate, practice
Analysis criticize, differentiate, distinguish
Synthesis defend, rate, rank
Evaluation reconstruct, develop, devise

What are the Instructional Objectives in Affective Domain?

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 1. Receiving- the awareness of feelings and emotions as well as the ability to utilize selected
attention.
Example: Listening attentively to a friend.
2. Responding- it involves the active participation of the people.
Example: A student participating in group discussions.
3. Valuing- the ability to see the worth of something and express it.
Example: An activist shares his ideas on the increase in salary of laborers.
4. Organization- the ability to prioritize a value over another and create a unique value
system.
Example: An army man wants to stay in the gym rather than anywhere else.
5. Characterization- the ability to internalize values and let them control the person`s
behavior.
Example: A man marries a woman not for her looks but for what she is.

TRY THIS!

Instruction: Give at least one example in every affective domain.

a. Receiving:
The boy replied whole-heartedly to the invitation of his long distance bestfriend.

b. Responding:
The group is proactive to the new policy of the school.

c. Valuing:
The community join and actively participated on the public hearing for the human rights
awareness campaign.

d. Organization:
The President of Teachers-Parents Association defended the need of the students of new
water dispenser than new classroom tiles.

e. Characterization:
The congress proposes higher salary for teachers to give value to the roles and
competencies of Filipino teachers.

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 What are the Instructional Objectives in Psychomotor Domain?

1. Perception- the ability to apply sensory information to motor activity.

Example: A cook adjusts the heat of stove to achieve the right temperature of the dish.
2. Set- ready to act on the given opportunity.
Example: An ambitious person shows the motivation to take new projects.
3. Guided response- the ability to imitate a displayed behavior or to utilize trial and error.
Example: A person follows the manual in operating a machine.
4. Mechanism- the ability to convert learned responses into habitual actions with
proficiency and confidence.
Example: A mother was able to cook a delicious meal after practicing how to cook it.
5. Complex overt Response- it means a person’s ability to perform complex patterns of
action.
Example: Typing a report on a computer without looking at the keyboard.
6. Adaptation- the ability to modify learned skills to meet special events.
Example: A designer uses plastic bottles to create a dress.
7. Origination- creating new movement patterns for a specific situation.
Example: A musician makes a sad song for dead people.

TRY THIS!

Instruction: Give at least two examples of Adaptation in Psychomotor Domain.

Adaptation: 1.
The poet produces good songs using well-known poems for the celebration of art month.
Adaptation: 2.
Due to the shortage of shortening, the bakers created their own using butter and margarine.

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 Revised Bloom’s Taxonomy
In this topic, 21st Century educators widely used Revised Bloom Taxonomy in teaching, and it is
commonly use verbs to identify what instructional objective it is, so now let’s find out:

Revised Bloom’s Taxonomy Cognitive Domain

In this part, remembering (knowledge), understanding (comprehension), and creating (synthesis)

is now the revised cognitive level but the function is still the same.
1. Remembering- recalling relevant knowledge for long-term memory.
Verbs: identify, recall, define, recite, repeat, select, label, quote, copy, list, name, state etc.
Example: The learners should be able to identify common rock-forming minerals using their
physical and chemical properties.
2. Understanding- constructing meaning from oral, written, graphic messages through
interpreting, comparing, and explaining.
Verbs: interpret, exemplify, classify, summarize, infer, compare, explain, describe, indicate,
translate, paraphrase, explain, discuss, report, rewrite etc.
Example: The learners should be able to explain how the different organ systems work
together.
3. Applying- carrying out or using procedure through executing or implementing, and
applying knowledge to actual situations.
Verbs: execute, implement, relate, sketch, calculate, demonstrate, estimate, illustrate,
contrast, diagnose, identify, classify etc.
Example: The learners should be able to demonstrate how sound, heat, light and electricity
can be transformed.

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 4. Analyzing- determining how the parts relate to one another and to an overall structure or
purpose through differentiating, attributing, and organizing.
Verbs: differentiate, organize, attribute, select, combine, figure, find, solve, change, survey,
compare, diagram, examine, test, modify etc.
Example: The learners should be able to compare the planets of the solar system.
5. Evaluating- making judgements based on criteria and standards through checkings and
critiquing.
Verbs: assess, check, critique, predict, argue, defend, estimate, judge, quality, rate, support,
recommend, appraise etc.
Example: The learners should be able to predict the appearance of comets based on recorded
data of previous appearances.
6. Creating- putting elements together to form a functional element and reorganizing
elements into a new pattern or structure through planning or producing.
Verbs: generate, plan, produce, develop, conduct, invent, manage, modify, organize, create,
design, formulate, prepare, propose, construct etc.
Example: The learners should be able to conduct an information dissemination activity on
effective ways of taking care of the respiratory and circulatory systems based on data
gathered from the school or local health workers.

TRY THIS!

Instruction: Click this link https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-

CG_with-tagged-sci-equipment_revised.pdf and download the Curriculum Guide. Then paste at
least one example of each cognitive domain.
1. Remembering:
At the end of Grade 3, learners can describe the functions of the different parts of the body
and things that make up their surroundings --- rocks and soil, plants and animals, the Sun,
Moon and stars.
2. Understanding:
Understanding of their bodies and what is around them is acquired through exploration,
questioning, and careful observation as they infer patterns, similarities, and differences that
will allow them to make sound conclusions.
3. Applying:

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 At the end of Grade 1, learners will use their senses to locate and describe the external parts
of their body.
4. Analyzing:
At the end of Grade 7, learners can distinguish mixtures from substances through semi-
guided investigations.
5. Evaluating:
Learners can explain how active faults generate earthquakes and how tropical cyclones
originate from warm ocean waters. They recognize other members of the solar system.
6. Creating:
They can design and conduct an investigation on plant propagation.

Revised Bloom’s Taxonomy in Affective Domain?

In this part, nothing changed in Affective Domain, but here is the list of the following verbs in
affective domain:
Affective level Verbs
Receiving reply, use, describe, follow, locate
Responding discuss, answer, perform, write, present
Valuing share, invite, explain, join, report, follow,
justify
Organization formulate, defend, prepare, arrange, integrate
Characterization influence, practice, perform, discriminate,
propose

Revised Bloom’s Taxonomy in Psychomotor Domain

In this part, here is the list of the following verbs in revised psychomotor domain:
Psychomotor level Description Verbs

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 Observing Pay active attention to a
physical event.
Imitating Copy a physical behavior.
Practicing Practice a particular
physical activity
repeatedly.
Adapting Makes adjustment to a
physical activity in
attempt to achieve
perfection.
select, describe, detect,
differentiate
answer, reproduce, copy,
trace, grasp
fasten, measure, assemble,
dismantle, stretch
vary, reorganize, change,
adjust, rearrange

Assessing our Student’s through the Revised Bloom’s Taxonomy is another way on how they
will cope up in a real-life situations and to create not just locally but also a globally competitive
students.

How to Write a Learning Objectives?

Now, as being an Educators how can we write an effective learning objectives to our students?
Let’s begin!
Learning objectives can be identified as the goals that should be achieved by a student at the end
of a lesson.

Criteria for Writing Instructional/Learning Objectives

The following criteria should be kept in mind by the teacher while setting and writing the
instruction objectives.
1. Specification of the learner/Performer
  Specify the learner such as pupil, class, group etc.
2. Learner performance
  Illustrate the learners’ performance in classroom interaction, for example, students are able
to understand, apply, identify, and justify etc. it also termed as action verb.
3. Learning content and condition

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  Clearly mention the content of study, for example, the pupil able to justify the nonviolence
principle of Gandhi.
Also, we can include this:
The ABCD you will be able to create clear and effective objectives. It consists of four key
elements: (A) Audience, (B) Behavior, (C) Condition, and (D) Degree.
Audience Determine who will achieve the objective.
(Learner/Performer)
Behavior Use action verbs (Bloom’s taxonomy) to
write observable and measurable behavior
that shows mastery of the objective.
(Learner Performance)
Condition If any, state the condition under which
behavior is to be performed. (Optional,
learning content)
Degree If possible, state the criterion for acceptable
performance, speed, accuracy, quality, etc.
(Optional)
Example:
1. Students will explain the social justice to ensure that adequate social services are
provided to those who need them in three paragraphs.
2. Given a specific case study, learners will be able to conduct at least two needs analysis.

TRY THIS!

Instruction: Determine the ABCD of the learning objectives by using highlighter.

1. Students will be able to apply the standard deviation rule to the special case of
distributions having a normal shape.

2. Given a diagram of the eye, students will be able label the 9 extra-ocular muscles and

describe at least 2 of their actions.

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In Revised Bloom’s Taxonomy of Cognitive Domain, you can find it out on the Curriculum
Guide by subject as well as in Books with learning objectives, you will just identify if what
Cognitive Domain it is. Here is the example and it is based on ABCD.
Cognitive Level Learning Objective
Creating By the end of this lesson, the student will be
able to design an original homework
problem dealing with the principle of
conservation of energy.
Evaluating By the end of this lesson, the student will be
able to determine whether using
conservation of energy or conservation of
momentum would be more appropriate for
solving a dynamics problem.

Analyzing By the end of this lesson, the student will be

able to differentiate between potential and
kinetic energy.

Applying By the end of this lesson, the student will be

able to calculate the kinetic energy of a
projectile.

Understanding By the end of this lesson, the student will be

able to describe Newton’s three laws of
motion to in her/his own words

Remembering By the end of this lesson, the student will be

able to  recite Newton’s three laws of
motion.

WORKSHEET ON WRITING LEARNING OBJECTIVES

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Instruction: Given this topic write a learning objectives using the ABCD format in the Six
Cognitive Domain.
Topic: Three Types of Rocks
Cognitive Level Learning Objective
By the end of the lesson, the student will be
able to categorize different rocks according
Creating
to their type.

By the end of the lesson, the student will be

able to determine what type of rock it is
Evaluating
based on its characteristics.

By the end of the lesson, the student will be

able to identify the characteristics of each
Analyzing
type of rock.

By the end of the lesson, the student will be

able to demonstrate mastery of the three
Applying
types of rocks.

By the end of the lesson, the student will be

able to give examples for each type of rock.
Understanding

By the end of the lesson, the student will be

able to identify the three types of rocks.
Remembering

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RESOURCES:
https://tophat.com/marketplace/social-science/education/course-notes/oer-taxonomy-of-
educational-objectives-blooms-and-ncert-dr-rafeedalie/1195/34348/
https://www.toppr.com/bytes/blooms-taxonomy-3-domains-of-learning/
https://explorable.com/domains-of-learning
https://www.astate.edu/dotAsset/7a3b152c-b73a-45d6-b8a3-7ecf7f786f6a.pdf
https://educationaltechnology.net/using-blooms-taxonomy-to-write-effective-learning-
objectives-the-abcd-approach/
https://tips.uark.edu/using-blooms-taxonomy/
https://educationaltechnology.net/using-blooms-taxonomy-to-write-effective-learning-
objectives-the-abcd-approach/
https:// Learning-Outcomes-Using-Blooms-Taxonomy.pdf

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